The STANDARDS CORRELATION chart suggests which Maryland Learning Outcomes you can cover using PASSPORT TO WEATHER AND CLIMATE in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO WEATHER AND CLIMATE.
For additional Maryland Learning Outcomes you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
Grade K-3, Grade 4-5, Grade 6-8, High School
Students will demonstrate their acquisition and integration of major concepts and unifying themes from the life, physical, and Earth/space sciences.
The Earth/Space Science Program (K-3) includes an emphasis on observation and exploration of properties of local features of the Earth, water, air, and sky.
(2) Keeping track of (monitoring) the weather allows us to learn more about characteristics of the seasons.
video (3) The sky contains a variety of objects such as stars, planets and moons.*
video Students will demonstrate the ability to interpret and explain information generated by their exploration of scientific phenomena.
Nature of Science: Science presumes that through observing, thinking, experimenting, and validating, things and events in our universe are comprehensible. Even though accepted explanations may change as new observations are made, science strives for increasingly precise accounts of how we know and why we believe. Science is a process that produces knowledge and must be taught as such.
(1) Recognize that scientific ideas must be based on personal evidence.
video (2) Recognize that science describes, explains, and predicts.
video (3) Recognize patterns in data.
video (4) Use physical models to explain physical phenomena.
video Students will demonstrate ways of thinking and acting inherent in the practice of science.
Habits of Mind: In many respects, science is the systematic application of some highly regarded human values: integrity, diligence, fairness, and imagination (AAAS, 1989). Science thrives on curiosity and openness to new ideas balanced by skepticism that demands convincing evidence.
(1) Ask questions.
video (2) Recognize a fair test in a scientific investigation.
video (3) Relate evidence to an idea.
video (4) Respect creative thinking in others.
video (5) Demonstrate accurate representation of findings in explaining ideas and in recording and reporting data.
video (6) Use thinking and acting inherent in the practice of science to demonstrate comparing.
video (7) Use thinking and acting inherent in the practice of science to demonstrate classifying.
video Students will demonstrate positive attitudes toward science and its relevance to the individual.
Attitudes: Science is a human endeavor that is accessible to all. A positive attitude toward one's ability to develop ideas, to think critically and to use the tools of science is prerequisite to accepting the relevance of science to the individual, society, and the environment.
1. Acknowledge that everyone can understand and do science. Be enthusiastic in using science to explore and understand the world.
video 2. Show interest in science outside of the classroom.
video 3. Believe that science is useful in understanding the world.
video 4. Persist in a task even when answers and solutions are not immediately apparent (DOL, EM, 236).
video 5. Recognize that many occupations are part of the scientific enterprise.
video 6. Acknowledge that important contributions made to the advancement of science have been and will be made by different kinds of people, in different cultures, at different times (AAAS, 1993, 17).
video 7. Show special care and respect when using organisms for observations and research.
video Students will demonstrate the ability to employ the language, instruments, methods, and materials of science for collecting, organizing, interpreting, and communicating information.
Processes of Science: In the process of coming to understand something substantive about the world, it is necessary to learn and apply a range of skills (computational, manipulative, communication, critical, and creative). These skills are more likely to be learned if they are used repeatedly and encountered in a number of different contexts.
(1) Use developmentally appropriate instruments and materials to demonstrate observing.
video (2) Use developmentally appropriate instruments and materials to demonstrate using numbers.
video (3) Using developmentally appropriate instruments and materials to demonstrate measuring with non-standard units.
video (4) Using developmentally appropriate materials and instruments to demonstrate sequencing.
video (5) Use developmentally appropriate instruments and materials to demonstrate controlling test conditions.
video (6) Use developmentally appropriate instruments and materials to demonstrate collecting evidence.
video (7) Use developmentally appropriate materials and instruments to demonstrate communicating findings in several forms: describing, telling, drawing pictures.
video Students will demonstrate the ability to apply science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.
Application: Being able to use scientific knowledge and ways of thinking to solve problems and make decisions is a vital facet of scientific literacy. Our future well being depends on our understanding of the workings of technology and the social, cultural, economic, and ecological systems in which we live (AAAS, 1989).
(1) Employ knowledge of science and available technology to solve a practical problem, devise a plan to solve the problem, and describe to others how scientific information was used in the solution
video (2) Use what you have learned in science to make sense of something new.
video (3) Use the science facts to make a decision about a science-related issue that affects you as an individual. Describe to others how you reached your decision.
video Students will demonstrate their acquisition and integration of major concepts and unifying themes from the life, physical, and Earth/space sciences.
The Life Science Program (4-5) includes an emphasis on collection of evidence to explain observations of the interaction and interdependence of living things.
(1) The sun is the primary source of energy for life on Earth.
video The Earth/Space Science Program (4-5) includes an emphasis on identification and investigation of the natural resources and processes that contribute to the uniqueness of the Earth in our solar system.
(2) Weather interacts with local features of the Earth and changes them over time.
video Students will demonstrate the ability to interpret and explain information generated by their exploration of scientific phenomena.
Nature of Science: Science presumes that through observing, thinking, experimenting, and validating, things and events in our universe are comprehensible. Even though accepted explanations may change as new observations are made, science strives for increasingly precise accounts of how we know and why we believe. Science is a process that produces knowledge and must be taught as such.
(1) Recognize that scientific knowledge develops over time.
video (2) Demonstrate that scientific knowledge allows us to make predictions.
video (3) Demonstrate creativity in developing physical models.
video (4) Recognize the importance of comparing data collected by different groups, in different places and at different times.
video Students will demonstrate ways of thinking and acting inherent in the practice of science.
Habits of Mind: In many respects, science is the systematic application of some highly regarded human values: integrity, diligence, fairness, and imagination (AAAS, 1989). Science thrives on curiosity and openness to new ideas balanced by skepticism that demands convincing evidence.
(1) Generate "What if..." questions.
video (2) Develop tests to find answers to questions.
video (3) Give evidence to support answers.
video (4) Consider ideas proposed by others.*
video Students will demonstrate positive attitudes toward science and its relevance to the individual.
Attitudes: Science is a human endeavor that is accessible to all. A positive attitude toward one's ability to develop ideas, to think critically and to use the tools of science is prerequisite to accepting the relevance of science to the individual, society, and the environment.
1. Acknowledge that everyone can understand and do science. Be enthusiastic in using science to explore and understand the world.
video 2. Show interest in science outside of the classroom.
video 3. Believe that science is useful in understanding the world.
video 4. Persist in a task even when answers and solutions are not immediately apparent (DOL, EM, 236).
video 5. Recognize that many occupations are part of the scientific enterprise.
video 6. Acknowledge that important contributions made to the advancement of science have been and will be made by different kinds of people, in different cultures, at different times (AAAS, 1993, 17).
video 7. Show special care and respect when using organisms for observations and research.
video Students will demonstrate the ability to employ the language, instruments, methods, and materials of science for collecting, organizing, interpreting, and communicating information.
Processes of Science: In the process of coming to understand something substantive about the world, it is necessary to learn and apply a range of skills (computational, manipulative, communication, critical, and creative). These skills are more likely to be learned if they are used repeatedly and encountered in a number of different contexts.
(1) Use developmentally appropriate instruments and materials to demonstrate defining variables operationally.
video (2) Use developmentally appropriate instruments and materials to demonstrate conducting a well designed investigation.
video (3) Use developmentally appropriate instruments and instruments to demonstrate measuring with metric units.
video (4) Use developmentally appropriate instruments and materials to demonstrate organizing and presenting data.
video (5) Use developmentally appropriate instruments and materials to demonstrate inferring and interpreting evidence.
video (6) Explain findings orally and in writing.
video Students will demonstrate the ability to apply science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.
Application: Being able to use scientific knowledge and ways of thinking to solve problems and make decisions is a vital facet of scientific literacy. Our future well being depends on our understanding of the workings of technology and the social, cultural, economic, and ecological systems in which we live (AAAS, 1989).
(1) Employ knowledge of science and available technology to solve a practical problem, devise a plan to solve the problem, and describe to others how scientific information was used in the solution. This may be a local or global problem.
video (2) Apply what is known about a science concept to a new situation to understand it.
video (3) Describe a science-related issue that is relevant to you and, using scientific knowledge, make a decision regarding the issue. Describe to others how your knowledge of science helped you reach your decision.
video Students will demonstrate their acquisition and integration of major concepts and unifying themes from the life, physical, and Earth/space sciences.
Students will demonstrate the ability to interpret and explain information generated by their exploration of scientific phenomena.
Nature of Science: Science presumes that through observing, thinking, experimenting, and validating, things and events in our universe are comprehensible. Even though accepted explanations may change as new observations are made, science strives for increasingly precise accounts of how we know and why we believe. Science is a process that produces knowledge and must be taught as such.
(1) Demonstrate the ability to detect bias in a scientific argument.
video (2) Demonstrate the advantages of peer review of previous work.
video (3) Generate a consensus based on data.
video (4) Demonstrate that predictions are based on patterns in data.
video (5) Describe advantages and limitations of a physical model.
video Students will demonstrate ways of thinking and acting inherent in the practice of science.
Habits of Mind: In many respects, science is the systematic application of some highly regarded human values: integrity, diligence, fairness, and imagination (AAAS, 1989). Science thrives on curiosity and openness to new ideas balanced by skepticism that demands convincing evidence.
( 1) Demonstrate a willingness to ask questions in order to clarify understanding.
video (2) Design a scientifically valid experiment to address a question or problem.
video (3) Analyze scientific findings or claims evaluating the adequacy of the supporting evidence.
video (4) Demonstrate a willingness to modify one's ideas based on additional evidence and/or the ideas of others.
video Students will demonstrate positive attitudes toward science and its relevance to the individual.
Attitudes: Science is a human endeavor that is accessible to all. A positive attitude toward one's ability to develop ideas, to think critically and to use the tools of science is prerequisite to accepting the relevance of science to the individual, society, and the environment.
1. Acknowledge that everyone can understand and do science. Be enthusiastic in using science to explore and understand the world.
video 2. Show interest in science outside of the classroom.
video 3. Believe that science is useful in understanding the world.
video 4. Persist in a task even when answers and solutions are not immediately apparent (DOL, EM, 236).
video 5. Recognize that many occupations are part of the scientific enterprise.
video 6. Acknowledge that important contributions made to the advancement of science have been and will be made by different kinds of people, in different cultures, at different times (AAAS, 1993, 17).
video 7. Show special care and respect when using organisms for observations and research.
video Students will demonstrate the ability to employ the language, instruments, methods, and materials of science for collecting, organizing, interpreting, and communicating information.
Processes of Science: In the process of coming to understand something substantive about the world, it is necessary to learn and apply a range of skills (computational, manipulative, communication, critical, and creative). These skills are more likely to be learned if they are used repeatedly and encountered in a number of different contexts.
(1) Use developmentally appropriate instruments and materials to demonstrate controlling variables.
video (2) Use developmentally appropriate instruments and materials to demonstrate conducting the experiment.
video (3) Use developmentally appropriate materials and instruments to demonstrate using statistical methods to analyze and display data.
video (4) Use developmentally appropriate instruments and materials to demonstrate drawing valid conclusions.
video (5) Use developmentally appropriate materials and instruments to demonstrate communicating experimental procedures and findings orally and in writing.
video Students will demonstrate the ability to apply science in solving problems and making personal decisions about issues affecting the individual, society, and the environment.
Application: Being able to use scientific knowledge and ways of thinking to solve problems and make decisions is a vital facet of scientific literacy. Our future well being depends on our understanding of the workings of technology and the social, cultural, economic, and ecological systems in which we live (AAAS, 1989).
(1) Employ knowledge of science and available technology to solve a practical problem, devise a plan to solve the problem, and describe to others how scientific information was used in the solution
video (2) Apply a scientific principle or concept in a meaningful way to a new situation.
video (3) Take a position relative to an issue that affects society and use your knowledge of science to defend that position.
video (4) Relate personal actions you can take to address an issue and demonstrate support for your position.
video (5) Identify and evaluate risks and benefits associated with advances in science and technology both in the present and in the past.*
video Goal 1 Skills And Processes
The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will use the language and instruments of science to collect, organize, interpret, calculate, and communicate information.
Expectation 1.1
The student will explain why curiosity, honesty, openness, and skepticism are highly regarded in science.
The student will recognize that real problems have more than one solution and decisions to accept one solution over another are made on the basis of many issues.
video The student will modify or affirm scientific ideas according to accumulated evidence.
video The student will critique arguments that are based on faulty, misleading data or on the incomplete use of numbers.
video The student will recognize data that are biased.
video The student will explain factors that produce biased data.
video Expectation 1.2
The student will pose scientific questions and suggest experimental approaches to provide answers to questions.
The student will identify meaningful, answerable scientific questions.
video The student will pose meaningful, answerable scientific questions.(NT)
video The student will formulate a working hypothesis.
video The student will test a working hypothesis.
video The student will select appropriate instruments and materials to conduct an investigation.
video The student will identify appropriate methods for conducting an investigation and affirm the need for proper controls in an experiment.
video The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory.
video The student will defend the need for verifiable data.
video Expectation 1.3
The student will carry out scientific investigations effectively and employ the instruments, systems of measurement, and materials of science appropriately.
The student will develop and demonstrate skills in using lab and field equipment to perform investigative techniques.
video The student will recognize safe laboratory procedures.
video The student will demonstrate safe handling of the chemicals and materials of science.
video The student will learn the use of new instruments and equipment by following instructions in a manual or from oral direction.
video Expectation 1.4
The student will demonstrate that data analysis is a vital aspect of the process of scientific inquiry and communication.
The student will organize data appropriately using techniques such as tables, graphs, and webs (for graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variables on correct axes, appropriate title).
video The student will analyze data to make predictions, decisions, or draw conclusions.
video The student will use experimental data from various investigators to validate results.
video The student will determine the relationships between quantities and develop the mathematical model that describes these relationships.
video The student will check graphs to determine that they do not misrepresent results.
video The student will describe trends revealed by data.
video The student will determine the sources of error that limits the accuracy or precision of experimental results.
video The student will use models and computer simulations to extend his/her understanding of scientific concepts.
video The student will use analyzed data to confirm, modify, or reject an hypothesis.
video Expectation 1.5
The student will use appropriate methods for communicating in writing and orally the processes and results of scientific investigation.
The student will demonstrate the ability to summarize data (measurements/observations).
video The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
video The student will use computers and/or graphing calculators to produce the visual materials (tables, graphs, and spreadsheets) that will be used for communicating results.
video The student will create and/or interpret graphics (scale drawings, photographs, digital images, etc.).
video The student will use computers and/or graphing calculators to produce tables, graphs, and spreadsheet calculations.
video The student will read a technical selection and interpret it appropriately.
video The student will use, explain, and/or construct various classification systems.
video The student will describe similarities and differences when explaining concepts and/or principles.
video The student will communicate conclusions derived through a synthesis of ideas.
video Expectation 1.6
The student will use mathematical processes.
The student will use ratio and proportion in appropriate situations to solve problems.
video The student will use computers and/or graphing calculators to perform calculations for tables, graphs, or spreadsheets.
video The student will express and/or compare small and large quantities using scientific notation and relative order of magnitude.
video The student will manipulate quantities and/or numerical values in algebraic equations.
video The student will judge the reasonableness of an answer.
video Expectation 1.7
The student will show that connections exist both within the various fields of science and among science and other disciplines including mathematics, social studies, language arts, fine arts, and technology.
The student will apply the skills, processes, and concepts of biology, chemistry, physics, and earth science to societal issues.
video The student will identify and evaluate the impact of scientific ideas and/or advancements in technology on society.
video The student will describe the role of science in the development of literature, art, and music.
video The student will recognize mathematics as an integral part of the scientific process.
video The student will investigate career possibilities in the various areas of science.
video The student will explain how development of scientific knowledge leads to the creation of new technology and how technological advances allow for additional scientific accomplishments.
video Goal 2 Concepts Of Earth/Space Science
The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain the physical behavior of the environment, earth, and the universe.
Expectation 2.1
The student will describe current efforts and technologies used to study the atmosphere, land, and oceans of Earth. AT LEAST : remote sensing from space, undersea exploration, seismology, weather data collection
video The student will describe current efforts and technologies used to study the universe. AT LEAST : optical telescopes, radio telescopes, spectroscopes, satellites, space probes, manned missions
video Expectation 2.3
The student will explain how the transfer of energy affects weather and climate.
The student will describe heat transfer systems affecting the atmosphere, land, and oceans. AT LEAST : convection, conduction, radiation from space and from within Earth
video The student will investigate meteorological phenomena. AT LEAST : hurricanes, tornadoes, floods, thunderstorms, blizzards
video The student will research topics of current concern with regard to climate. AT LEAST: greenhouse effect, global warming (or cooling), ocean currents
video Expectation 2.8
The student will know how to investigate an earth science issue to develop an action plan.
The student will investigate an issue such as climatic changes or electric power generation.
video The student will identify data that are biased.
video The student will use tables, charts, and graphs in making oral and written presentations.
video The student will know why curiosity, honesty, openness, and skepticism are highly regarded in science.
video The student will understand that real problems have more than one solution, and the decisions to accept one solution over another are made on the basis of many issues.
video Goal 4 Concepts Of Chemistry
The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain composition and interactions of matter in the world in which we live.
Expectation 4.1
The student will explain how the observation of the properties of matter forms the basis for understanding its structure and changes in its structure.
The student will select and use appropriate devices to measure directly or indirectly the length, mass, volume, or temperature of a substance. AT LEAST: centigram balances, graduated cylinders & pipettes, metric rulers, thermometers & temperature probes
videoGrade K-3
Concepts of Science
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Nature of Science
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Habits of Mind
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Grades 4-5
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Grade 6-8
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High School
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